REVIEW OF RELATED LITERATURE (RRL)

The global impact of Covid-19 is multifaceted and is evident in all sectors,

particularly the health, economic and educational sectors. Following the declaration of the

outbreak as a pandemic in March 2020, there have been several regular updates on the

impact of the virus on the lives of millions of people worldwide. The Covid-19 pandemic

has resulted in a dramatic loss of human life worldwide and poses and a supreme threat to

public health, food supplies, and the world of work. The economic and social damage

created by the pandemic is devastating: ten of millions of people are at risk of slipping into

severe poverty, while the number of undernourished people, globally estimated at 690

million, is at risk. Additionaly, Millions of companies pose an imminent threat. The

livelihoods of over half of the world's 3.3 billion workers are in jeopardy. Workers in the

informal economy are disadvantaged because they lack fundamental security and access to

sufficient health care, as well as having lost control to productive assets. For others, a lack

of funds means no food or, at the very least, less food of lower quality. (WHO,2020).

According to a recent study by Chakraborty and Maity (2020), the Coronavirus

pandemic is the most important public health catastrophe of the century and the greatest

threat to humanity since World War II. It has expanded rapidly over the world, posing

serious health, economic, environmental, and social problems for the whole human

population. The spread of the coronavirus is having a significant impact on the global

economy. Almost every country is attempting to halt the spread of the disease by

monitoring and treating patients, quarantining suspicious individuals through contact

tracing, limiting gatherings, and enforcing partial and total lockdowns. The Covid-19

pandemic, according to Chudic (2020), is a worldwide shock that causes supply and

demand uncertainties in the interconnected global economy. On the production side,

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sickness reduces labor supply and output, while supply instability is caused by lockdowns,

market closures, and social distances. Layoffs and a lack of earnings, as well as a

worsening economic situation, reduce home usage and corporate spending. Extreme

ambiguity regarding the pandemic's course, length, intensity, and impact might set off a

vicious cycle of dwindling market and consumer confidence, tighter financial conditions,

and job losses and investment. The primary challenges for this pandemic include

determining how to identify this extraordinary shock, preparing for its ramifications,

considering cross-country spillovers, and measuring environmental instability.

Dealing with the COVID-19 pandemic's unanticipated difficulties has taken a great

toll on individuals all across the world. People from various countries have commented

about how the pandemic has affected their life, as seen in the reports. As a result, each

country's principal goal was to limit the virus's transmission and minimise its impact on the

general public and the most susceptible people. Education is one of the most badly

impacted sectors. It has had a significant impact on education systems around the world,

resulting in the near-total closure of schools, universities, and colleges. The United Nations

Educational Scientific and Cultural Organizations or UNESCO (2021) reported that more

than 1.5 Billion students in approximately 165 countries were affected by the closure of the

school and campuses.

Public places such as schools, hospitals, and businesses are being sealed down as

part of measures to prevent the spread of coronavirus, allowing individuals to stay at home.

This approach ensures that people, particularly students, are limited in their interactions

with others, so slowing the transmission of the virus.

According to UNESCO (2020), the crisis is exacerbating pre-existing educational

disparities by limiting the opportunities for many of the most vulnerable children, young

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 people, and adults - those living in poverty or rural areas, girls, refugees, people with

disabilities, and displaced persons - to continue their education. Learning losses are likely

to last beyond this generation, wiping out decades of progress, particularly in support of

girls' and young women's access to and retention in education. Due to the pandemic's

economic impact, 23.8 million additional children and young adults (from pre-primary to

tertiary) may or may not be able to attend school next year.

Similarly, Panth (2020) emphasizes that the epidemic has had devastating effects on

daily life. As a result, schools that look to be closing down have suffered. Students and

newborns are left at home with limited or no access to educational opportunities.

According to researchers, a full year of schooling could be missed, implying that a whole

class of children could stay behind in their learning eternally. As a result, the crisis and its

aftermath have exposed flaws in educational structures, allowing for the reshaping of

school instruction into a more resilient and robust paradigm. This isn't the first or last time

a pandemic has struck a country or a school. Climate change, technological progress, and

globalization are all making these disasters more likely.

According to Kuhfeld, who was quoted in Terada's study (2020), students will lose

three months' worth of reading advances and five months' worth of arithmetic gains on

average. The most important conclusion is not that academic regression is likely to occur -

that is a given - but that children return to school with considerably varied rates of

deterioration.

Espino - Diaz (2020) discovered that educators are having difficulty dealing with

the new circumstances created by the epidemic, which are producing high levels of stress

and worry. According to a poll, 92.8 percent of teachers experienced emotional weariness,

worry, agony, or anxiety as a result of confinement and distant learning. The students

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discovered that excessive bureaucratic operations, imprecise directions, a lack of

teleworking assistance, and a lack of technology infrastructure were the main difficulties.

Inadequate online teaching technology, a lack of teacher instruction, a lack of information,

and a diverse home environment are all potential issues that such rules could cause.

The abrupt change to online learning in the Philippines sparked a heated discussion,

highlighting the learners' poor living conditions. According to Magsambol, who is

referenced in Ancheta's study (2020), there is a noticeable distinction between those who

can and cannot afford to use the current educational network. The general situation of

children in public schools sends a message of unfairness to the Department of Education's

slogan, "no child left behind." Schooling, on the other hand, cannot be discontinued in

order to boost the economy. Despite the looming danger, education institutions were forced

to take more stringent precautions to protect their operations.

Despite the difficulties posed by the epidemic, most countries around the world

choose to continue their schooling via various platforms. Muyot (2020) claims that even

when schools are closed, children must continue to learn and their rights to education must

be respected. To assist children's education, the government must investigate various

learning modes. They should, however, be protected from the Covid-19.

The Philippine Department of Education (DepEd) is tackling basic education

challenges for the 2020-2021 school year as the country continues to grapple with the

effects of the Coronavirus outbreak. In view of the COVID-19 public health

recommendation, the department issued DepEd order 12, series of 2020, implementing the

Basic Education Learning Continuity Plan for the School Year 2021. As a result, schools

may use one or a combination of learning modes, depending on local health circumstances,

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resource availability, and the learners' specific setting in the school community (DepEd,

2020).

Going to school is regarded the finest alternative for learning and developing one's

abilities and competencies. While school can be pleasurable and beneficial to social skills

and knowledge, it can also be stressful. From an economic standpoint, the fundamental

benefit of attending school is that it increases a student's potential. The amount of time

spent in school or the possibility of skipping school does, in fact, have an impact on the

development of abilities (Burgess, 2020).

Modular Distance Learning Modality

Because no one knows when it will end, the coronavirus pandemic highlights how

the new educational set-up alters what is referred to as "regular" schooling. Despite

lockdowns and community quarantines, every country wishes to maintain and provide

high-quality education. As a result, new regular education set-ups have emerged in the

education sector.

Under the current regular circumstances, the scenario presents a significant

impediment to each educational leader's decision-making process. As a result, it is critical

to address the options for responding to difficulties, issues, and changes that have arisen

and may come in the future as a result of the COVID-19 epidemic in order to ensure the

quality of education provided to all schools. Then there's the question of what's worth

looking into. Since returning to normal, the following issues have arisen: what

modifications should be done, the nature of the situation, and the description of the

important features of schooling and learning in structured education institutions and

organizations in the sense of educational disturbance (Tria, 2020).

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 According to UNESCO (2020), developing distance-learning solutions is a

comprehensive response to unanticipated interruptions in educational processes due to

school closures. These initiatives are motivated by a desire to guarantee that distant

learning is planned and delivered in a way that does not worsen existing educational and

social inequities. However, both current mitigating needs and long-term goals should

influence the development of more complete distant learning techniques. Beyond the

immediate crises, the initiatives to scale up distant learning across all levels of education

give vital lessons and may establish the groundwork for the future for longer-term goals

of building education systems after the COVID-19 pandemic has passed.

Distance learning is defined by the Department of Education as a mode of

education in which learning takes place between a teacher and students who are

geographically separated during instruction. Modular Distance Learning (MDL), Online

Distance Learning (ODL), and TV/Radio-Based Instruction are the three types of this

modality. Modular Distance Learning, or MDL, is the most extensively used of the three

types of modalities in public schools. Individualized education that allows learners to

employ self-learning modules (SLMs) in paper or digital format is referred to as modular

distance learning. Learners can use self-learning modules (SLMs) in print or digital

format/electronic copy, whichever is appropriate in the learner's context, as well as other

learning resources such as Learner's Materials, textbooks, activity sheets, study guides,

and other study materials, in Modular Distance Learning. Learners use a computer, tablet

PC, or smartphone to access electronic copies of learning materials. E-learning resources,

including offline E-books, can be delivered via CDs, DVDs, USB storage, and computer-

based apps. The teacher is responsible for keeping track of the students' progress.

Learners can contact the teacher via e-mail, phone, text message, instant chat, and other

methods. If at all practicable, the teacher will make home visits to students who require

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remediation or support. Any member of the family or other community stakeholder

should volunteer to be a para-teacher. Furthermore, in on-line Distance Learning, the

teacher serves as a facilitator, encouraging students to actively participate in various

technologies accessed via the internet while they are geographically separated during

instruction. Learner-teacher and peer-to-peer communication are both facilitated by the

internet. Live synchronous training is possible with online learning. It necessitates that

participants have a strong and consistent internet connection. It has a higher level of

interaction than other types of distant learning. Finally, SLMs transformed to video

lessons for TV-Based Instruction and SLMs converted to radio script for Radio-Based

Instruction are used in TV/Radio-Based Instruction.

Furthermore, according to a DepEd poll cited in Dangle and Sumaoang's (2020)

report, Modular Distance Learning is the most preferred modality in the Philippines. All

schools presently use this method of instruction. For parents with children enrolled this

academic year, learning through printed and digital modules emerged as the most favored

distant learning option. This also takes into account learners in remote locations who do

not have access to the internet for online learning.

In light of the COVID 19 public health advisory, the department issued DepEd

Order 12, series of 2020, implementing the Basic Education Learning Continuity Plan for

School Year 2021. In accordance with this, schools may use one or a combination of

learning modalities, based on local health conditions, resource availability, and the

learners' specific environment in the school or community (DepEd, 2020).

Challenges Encountered on the Implementation of Modular Distance Learning

Because the application is new, it's understandable that not everything is flawless.

A slew of concerns were raised at the start of the new academic year. According to the

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Manila Times (2021), Pangasinan educators say that the educational modules have two

severe flaws. To begin with, some of them are alleged to be plagued with errors—

mistakes that are far more significant than simple typographical or editing errors—that

they are unusable; some teachers were apparently advised not to use the problematic

modules by supervisors. Second, the cost of generating and distributing the printed

modules has depleted the funding available to schools and teachers. Teachers are forced

to dip into their own pockets to provide materials for their students.

Santos (2020) also refutes the claim that Modular leaning has resulted in more

work for the Philippines' 42.000 public school students. Teachers are currently

begging for donations of bond paper and ink to print modules, and despite these

efforts, signal is still required to contact and follow up pupils. Unfortunately, there are

provinces and locations throughout the country that have a weak or no signal.

Another concern raised is the parents' willingness and capacity to assist their

children at home. In the new normal system, parents play an important role. Learning

will be transferred to the homes of kids, and parents will play a role similar to that of

teachers. Several concerns have been expressed as a result of these developments,

including what kind of education would be provided at home, how parents will

manage their children's learning, particularly toddlers, and what class schedule will be

followed by full-time working parents. Several questions have been raised, including:

"How will parents be able to help their children learn while still looking for methods

to generate money?" “How can they teach their children if they have not finished

tertiary education?” (Arias, 2020).

Similarly, Dollangager (2020) outlines the difficulties students confront when

utilizing Modular Distance Learning. Students, in particular, learn in a method in

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which learners have opposing views on traditional and modular learning. Learners in

modular learning are more likely to be self-directed and make modifications. Another

issue is the learners' capacity to pay attention, focus, and comprehend. Our kids are

notorious for disrupting exams; it is quite difficult for them to focus on answering

their modules. The ability of learners to comprehend the courses is also a big issue.

Family support is often mentioned as a barrier to completing modules by the lcarners.

Some parents lack the patience to take their children to school and gut their lessons.

There are also learners who are self-sufficient and do not have access to assistance.

REVIEW OF THE RELATED STUDIES (RRS)

Distance Learning

Distance education is not a new concept. It all started in 1728, when Caleb

Phillips, a teacher in Boston, Massachusetts, began offering weekly postal shortland

lessons to students. Isaac Pitman, a British educator, taught shorthand through mail

classes in the early 1840s, long before the Internet. Distance learning and education

have a long history, but their popularity skyrocketed in the late twentieth century as

more advanced technology and communication media became accessible.

In the 1930s, more than 25 state boards of education, 200 school districts, and

a number of colleges and institutions began broadcasting educational programs over

public radio. The availability and popularity of remote learning programs increased

after the introduction of the Internet in the early 2000s. Distance learning became

faster, simpler, and more convenient thanks to computers and the internet. At the k12

level, web-based, online education programs are now accessible in most states in the

United States.

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 EXPERIENCES OF THE GRADE 11 STUDENTS OF SAN

FRANCISCO JAVIER COLLEGE IN CYBERSPACE TOXIC CULTURE

A RESEARCH PAPER SUBMITTED TO MS. ALYSA A. BALAYO

RESEARCH TEACHER OF SENIOR HIGH SCHOOL IN SAN

FRANCISCO JAVIER COLLEGE, NARRA PALAWAN

JOMAICA MIA YSABEL C. LAMOSTE

JULIA BUENVIAJE

DIANE RUEEGG

ANTHONY JOSH MALLARI

GLIFORD ALIVARVAR

MAY 2022

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